Course Content
Determining candidate recognition needs
Covering: 1.1 Consult with individual candidate applying for recognition services and identify assessment needs and overview of candidate’s existing skills, knowledge and experience 1.2 Explain nature and scope of the assessor-led RPL process, evidence requirements and assessor support to be provided, and confirm candidate understanding 1.3 Inform candidate of expected roles of candidate, employer and assessors in collection of evidence for the RPL, and confirm understanding 1.4 Discuss candidate’s suitability for an RPL option and confirm candidate decision to proceed 1.5 Record decision regarding candidate suitability for recognition according to organisational procedures and VET regulatory requirements
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Developing a customised recognition plan
Covering: 2.1 Consult with candidate to identify evidence candidate can provide to meet requirements of nationally recognised training product/s 2.2 Determine opportunities for clustering products, where evidence provided supports more than 1 training product 2.3 Identify and interpret nationally recognised training products to be used as the basis for recognition and map to agreed evidence that candidate will provide 2.4 Identify and document requirements of nationally recognised training product/s that can be met by available evidence and gaps in required evidence 2.5 Document mapping adjustments required for alternative evidence and additional tasks for candidate to complete in order to meet evidence requirements of training products 2.6 Discuss mapping outcomes and agree additional required evidence with candidate 2.7 Determine requirements for reports from other parties, and the other evidence that must be supplied to validate those reports
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Preparing an RPL kit
3.1 Set out options for collecting required evidence that meet the criteria of nationally recognised units of competency and assessment instruments and reflect candidate needs and skills, knowledge and experience 3.2 Develop evidence guides and templates in consultation with assessors who undertake recognition assessments 3.3 Document plain English exemplars and evidence checklists to support candidate in their application for recognition 3.4 Identify and record required support for candidate and any employer/s 3.5 Ensure that recognition tools are validated by peers and industry 3.6 Finalise agreed, tailored and validated RPL assessment kit and seek required approval
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Collecting RPL evidence and making judgements
Covering: 4.1 Provide advice to facilitate collection of evidence 4.2 Confirm that required support for candidate and any employer/s is in place 4.3 Monitor the evidence collection process to ensure that the rules of evidence are met and candidate privacy and confidentiality are maintained 5. Make and record assessment judgement 5.1 Review collected evidence, confirm the rules of evidence and principles of assessment are met 5.2 Make assessment judgement based on the evidence collected to support the candidate’s competence 5.3 Advise candidates of assessment outcome and provide guidance to candidates where competence is not achieved 5.4 Discuss gap assessments and potential active learning projects on the job where relevant with candidate and any required employers 5.5 Record outcome of recognition process and feedback provided to candidate according to organisational procedures
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TAEASS514 Develop and implement plans for recognition of prior learning
About Lesson

Provide advice to facilitate collection of evidence

In this step, the assessor or RPL facilitator provides detailed guidance to the candidate on the types of evidence needed, how it should be collected, and how it aligns with the competency standards. This advice is tailored to the individual’s background, experiences, and the specific requirements of the qualifications they are seeking to obtain through RPL.

Examples:

  • Offering a candidate-specific checklist that outlines various forms of evidence that could be submitted, such as work samples, project reports, or professional references.
  • Conducting a briefing session to explain how different pieces of evidence can demonstrate specific competencies, including tips on presenting evidence effectively.

 

Confirm that the required support for your candidate and their employer is in place

Ensuring that the candidate and, if applicable, their employer, have the necessary support systems in place is crucial. This could include access to resources, time allowances for evidence compilation, or guidance services. It’s about making sure the candidate can collect and submit their evidence without undue hardship.

Examples:

  • Arranging a meeting with the candidate and their employer to discuss the RPL process and the employer’s role in supporting evidence collection, such as allowing the candidate to access certain documents or providing time off to prepare their submission.
  • Providing the candidate with access to an online platform or resource center where they can find templates, guidelines, and contact information for support services.

 

Ensure that the rules of evidence are met and candidate privacy and confidentiality are maintained

This step involves the ongoing oversight of the evidence collection process by the assessor. The focus is on ensuring that all evidence submitted is valid, authentic, current, and sufficient, in line with the rules of evidence. Additionally, there’s a strong emphasis on maintaining the privacy and confidentiality of the candidate’s information throughout the process.

Examples:

  • Regular check-ins with the candidate to review the evidence being gathered, providing an opportunity to give feedback and ensure the evidence meets the required standards.
  • Implementing secure methods for candidates to submit sensitive or confidential evidence, such as encrypted emails or a secure online submission portal, to protect their personal and professional information.

 

Each of these steps is designed to ensure that the RPL evidence collection process is comprehensive, supportive, and maintains the integrity and confidentiality of the assessment process.